Updated: Mon, Jan 12, 2009, 6:12 am
Uploaded: Sun, Jan 11, 2009, 11:10 pm
School administrators head to Sacramento as deep budget cuts loom
Here's detailed list of possible faculty, program cuts in Pleasanton school district
With the Pleasanton school district facing a possible $8.7 million shortfall, administrators and staff finance managers will join other California school districts today at a special Governor's Budget Workshop in Sacramento to learn more details of proposed cuts in state funding for education.
The proposed cuts have already caused school Supt. John Casey to warn that the Pleasanton district could be forced to cut as much as $8.7 million from this year's and its 2009-2010 budgets.
Details of the possible cuts have now been made public and are posted below.
Luz Cazares, assistant superintendent of business services, will lead the Pleasanton delegation at the Sacramento workshop, and then report on the discussions at the school board meeting here at tomorrow night's board meeting.
The meeting, the first of several in the next two months that will focus on budget reductions, will start at 7 p.m. in the school board meeting room, 4665 Bernal Ave.
Ron Bennett, president and chief executive officer of School Services of California, an advocacy resource for education agencies in California that is hosting today's meeting in Sacremento, said the workshop will focus on the dire predictions of Schwarzenegger's major initiatives to resolve the state budget deficit with deep cuts in state funding for schools.
"Although the worst of last year's draconian education proposals have thus far been avoided, the governor's proposal for 2009-10 is expected to include the major cuts to education announced on Dec. 31." Bennett said in a statement to school districts. "We also expect the details to reflect the continuing challenges posed by the state economy and the harsh reality of the current revenue shortfall and how the governor intends to approach those problems."
"The recent forecast provided by the Legislative Analyst's Office (LAO) indicates that the economy will continue to wane, at least through 2009-10, and that state budget deficits predicted for 2008-09 and 2009-10 will increase significantly," he added. "The economic forecast drives the projection of state revenues and, as well, the Proposition 98 funding calculation."
He added: "The LAO's projections indicate that, again, there will not be sufficient funding within Proposition 98 to continue the current ongoing educational programs and fully fund the statutory cost-of-living adjustment (COLA). The question now becomes, 'What trade-offs will be made to produce a balanced state budget and provide the required level of funding to K-14 education?'"
Schwarzenegger's budget proposal was released Dec. 31, 10 days earlier than the constitutional deadline of Jan. 10, giving school districts and Bennett's SSC organization more time to analyze the proposed cuts and react to them.
The governor's proposed budget identifies a $41.6 billion deficit at the end of Fiscal Year 2009-10 and includes $41.6 billion in solutions over the current fiscal year, which ends June 30 and the 2009-10 fiscal year, including expenditure reductions, revenues and borrowing.
Faced with the reductions, School Supt. John Casey and his key management team, called "The Cabinet," including Cazares, prepared the list of possible cuts for review by the school board and public over the coming weeks. Reductions would be required to balance both fiscal year budgets if the proposed state education funds are reduced as currently proposed in Sacramento.
It's also possible that none of the cuts would have to be made if Schwarzenegger and the state legislature can find the means to resolve the state's growing budget crisis without making major reductions in education funding.
In an email sent to all district employees late Thursday, Casey warned that the budget cuts being proposed by him and his cabinet could mean reductions in faculty, programs and an end to class size reductions for kindergarten to third grade classes.
"The attached list of "Possible Reductions," represents the first step in our effort to prepare for this dismal financial situation," Casey said. "While I know that all of our programs and staff contribute to the success of our students, the positions and programs on the list are ones to at least consider reducing in these extreme financial times."
At Tuesday's meeting, only the second one since the new school board was seated following the Nov. 4 election, Cazares will report on Monday's workshop and lead the discussion with Casey on the budget development process.
The board will determine which certificated employees (teachers) will receive notices of "possible layoff" by March 15. For classified employees, there is a "45 day notice" requirement, but Casey said the district intends to let people who might be affected know as soon as possible.
"Over the next few months, we will monitor what happens at the state level regarding modifications to the governor's proposal," he said. "The board welcomes suggestions or ideas from you and the community. By May 15, a final notice of layoff will be provided to affected certificated employees, and a list of affected classified employees will be finalized as well. Over the summer, we will make adjustments as possible to bring people back or make additional reductions if necessary.
Among the major cuts under consideration are class-size reductions in the elementary school grades of kindergarten through third grade, where classes are now limited to 20 students, and similar reductions more recently established for high school freshmen classes in English and mathematics. By eliminating both programs, the district would save $2 million. In Casey's list, the two class-size reductions could affect 88 teaching positions.
Reductions would cut deeply into administrative staffs at the 13 schools the district operates as well as at district headquarters, cutting some vice principal, counselor and district professionals.
Here is a link to the PDF of the possible budget reductions
Posted by resident,
a resident of Another Pleasanton neighborhood
on Jan 17, 2009 at 10:10 pm
Take a peek at the PE standards for 2nd grade. I know the list is enormous. That is my point..."with the comment that a housewife should come volunteer her time" in mind. PE Specialists went to college for 5 years to earn their BA and credential, just as a general classroom teacher. Let's not belittle their jobs.
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1.1 Move to open spaces within boundaries while traveling at increasing rates of speed.
1.2 Transfer weight from feet to hands and from hands to feet, landing with control.
1.3 Demonstrate balance on the ground and on objects, using bases of support other than
1.4 Create a routine that includes two types of body rolls (e.g., log roll, egg roll, shoulder roll, forward roll) and a stationary balance position after each roll.
1.5 Jump for distance, landing on both feet and bending the hips, knees, and ankles to reduce the impact force.
1.6 Skip and leap, using proper form.
1.7 Roll a ball for distance, using proper form.
1.8 Throw a ball for distance, using proper form.
1.9 Catch a gently thrown ball above the waist, reducing the impact force.
1.10 Catch a gently thrown ball below the waist, reducing the impact force.
1.11 Kick a slowly rolling ball.
1.12 Strike a balloon consistently in an upward or forward motion, using a short-handled
1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.
1.14 Hand-dribble, with control, a ball for a sustained period.
1.15 Foot-dribble, with control, a ball along the ground.
1.16 Jump a rope turned repeatedly.
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
1.17 Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to music or an external beat.
1.18 Perform rhythmic sequences related to simple folk dance or ribbon routines.
1.19 Perform with a partner rhythmic sequences related to simple folk dance or ribbon routines.
2.1 Deﬁne open space.
2.2 Explain how to reduce the impact force of an oncoming object.
2.3 Explain the importance of a wide rather than a narrow base of support in balance activities.
2.4 Explain why one hand or foot is often preferred when practicing movement skills.
2.5 Compare and contrast locomotor movements conducted to even and uneven beats.
2.6 Identify opportunities to use underhand and overhand movement (throw) patterns.
2.7 Identify different opportunities to use striking skills.
2.8 Compare the changes in force applied to a ball and the ball speed when rolling a ball for various distances.
2.9 Explain key elements of throwing for distance.
2.10 Identify the roles of body parts not directly involved in catching objects.
2.11 Identify when to begin the kicking motion when kicking a slowly rolling ball.
2.12 Identify the different points of contact when striking a balloon upward and striking a
2.13 Explain the purpose of using a side orientation when striking a ball from a batting tee.
2.14 Differentiate the effects of varying arm and hand speeds when hand-dribbling a ball.
Students assess and maintain a level of physical fitness to improve health and performance.
3.1 Participate in enjoyable and challenging physical activities for increasing periods of time.
3.2 Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
3.3 Perform abdominal curl-ups, modiﬁed push-ups, oblique curl-ups, forward and side
lunges, squats, and triceps push-ups from a chair or bench to enhance endurance and
increase muscle efﬁciency.
3.4 Traverse the overhead ladder one bar at a time.
3.5 Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps, and triceps.
3.6 Engage in moderate to vigorous physical activity for increasing periods of time.
3.7 Measure improvements in individual ﬁtness levels.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 Explain the fuel requirements of the body during physical activity and inactivity.
4.2 Describe the role of moderate to vigorous physical activity in achieving or maintaining
4.3 Identify ways to increase time for physical activity outside of school.
4.4 Discuss how body temperature and blood volume are maintained during physical activity when an adequate amount of water is consumed.
4.5 Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity.
4.6 Compare and contrast the function of the heart during rest and during physical activity.
4.7 Describe the relationship between the heart and lungs during physical activity.
4.8 Compare and contrast changes in heart rate before, during, and after physical activity.
4.9 Describe how muscle strength and muscle endurance enhance motor skill performance.
4.10 Identify muscles being strengthened during the performance of particular physical
4.11 Identify which activities or skills would be accomplished more efﬁciently with stronger muscles.
4.12 Explain the role that weight-bearing activities play in bone strength.
4.13 Identify the muscles being stretched during the performance of particular physical
4.14 Explain why it is safer to stretch a warm muscle rather than a cold muscle.
4.15 Describe the differences in density and weight between bones, muscles, organs, and fat.
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups)
without interfering with others.
5.2 Accept responsibility for one's own behavior in a group activity.
5.3 Acknowledge one's opponent or partner before, during, and after an activity or game and give positive feedback on the opponent's or partner's performance.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others, and equipment during physical activities.
5.6 Demonstrate how to solve a problem with another person during physical activity.
5.7 Participate positively in physical activities that rely on cooperation.